Behavior intervention plan
•Download as PPT, PDF•
1 like•1,035 views
Noah is a 4th grade student with severe ADD who displays disruptive behaviors such as disrespect, inappropriate gestures and comments, defiance, and non-compliance about 10 times per day. A team developed interventions including self-monitoring, encouragement, and behavior charts. Noah's data was inconsistent with the interventions, sometimes meeting goals and other times not. The team plans to continue encouragement and implement daily rewards like mentoring sessions if goals are met.
Report
Share
Report
Share
Recommended
Behaviour Intervention Plan
What should be considered before a Behaviour Intervention Plan is made? What other assessments are needed?
Behaviour Intervention
This document discusses positive behavioral interventions and perspectives in education. It provides examples of how to change behaviors by teaching expected behaviors, modeling them, and providing meaningful incentives and consequences. Positive behavioral interventions are planned to prevent problem behaviors from occurring or escalating by understanding what triggers them and modifying those triggers. Examples of interventions include preventative cueing, using "I" messages, and positive phrasing to describe expected behaviors rather than just prohibiting unwanted ones. Reinforcing positive behaviors with a ratio of at least 4:1 compared to negative behaviors is also important.
Pbis & mental health
The document discusses various mental health disorders that may impact students, including anxiety disorders, ADHD, bipolar disorder, PTSD, reactive attachment disorder, and schizophrenia. For each disorder, it provides examples of common symptoms and behaviors a student may exhibit, as well as instructional strategies and classroom accommodations teachers can implement to support students with these disorders. The document emphasizes the importance of prevention, taking a scientific approach by collecting data and testing interventions, and using basic intervention tools like modeling appropriate behavior and providing clear choices.
Pivotal response treatment
Pivotal Response Treatment (PRT) is a comprehensive treatment model that uses applied behavior analysis to provide learning opportunities for children with autism in natural environments. PRT targets pivotal areas like motivation, response to cues, self-management, and social initiation to facilitate improvement across other skills. The goal is to move individuals toward typical development trajectories. PRT sessions are typically 25+ hours per week and encourage carryover at home. Examples demonstrate using interests to motivate learning, involving parents, and improving social skills like question asking.
Pbis secondary & tertiary classroom interventions
This document discusses secondary and tertiary interventions within a Positive Behavioral Interventions and Supports (PBIS) framework. It provides guidelines and examples of interventions for students displaying problem behaviors. Secondary interventions target a select group of students and involve interventions like behavior contracts and social skills training. Tertiary interventions focus on the remaining 2-5% of students and should utilize functional behavior assessments and individualized behavior intervention plans. The document provides resources and emphasizes that interventions need to be tailored to individual students, with the goal of increasing positive behavior through consistency, modeling, and protecting one's own triggers.
PBIS Presentation
The document summarizes Woodlawn High School's implementation of Positive Behavioral Interventions and Supports (PBIS). The school aims to shift focus from negative to positive student behaviors through defining expectations, teaching the expectations, acknowledging appropriate behaviors, correcting problems, and ensuring consistency across the school. Key aspects include creating a PBIS committee, outlining expectations like "PRIDE" (Participation, Respect, Integrity, Dedication, Excellence), using acknowledgment coupons, offering incentives to students and teachers, and emphasizing consistency among all school areas.
PBIS Presentation
This document provides an overview of the basic components of Positive Behavior Intervention and Supports (PBIS) presented to the staff at Grayslake Central High School. It summarizes PBIS as a proactive systems approach to establish behavioral supports and social culture to help all students succeed academically and socially. It describes the three tiers of PBIS intervention: Tier 1 focuses on universal expectations and supports for all students, Tier 2 provides additional support for groups of students with more needs, and Tier 3 involves individualized supports and plans for students with chronic issues. It outlines examples of interventions at each tier and discusses implementing PBIS through defining, teaching, modeling, and reinforcing the school's RAM values of being
Classroom Interventions for Chronic Behavior Problems
Subject : Classroom Management
Topic : Classroom Interventions for Chronic Behavior Problems
Credits : Yemima, Soraya & Christine
Recommended
Behaviour Intervention Plan
What should be considered before a Behaviour Intervention Plan is made? What other assessments are needed?
Behaviour Intervention
This document discusses positive behavioral interventions and perspectives in education. It provides examples of how to change behaviors by teaching expected behaviors, modeling them, and providing meaningful incentives and consequences. Positive behavioral interventions are planned to prevent problem behaviors from occurring or escalating by understanding what triggers them and modifying those triggers. Examples of interventions include preventative cueing, using "I" messages, and positive phrasing to describe expected behaviors rather than just prohibiting unwanted ones. Reinforcing positive behaviors with a ratio of at least 4:1 compared to negative behaviors is also important.
Pbis & mental health
The document discusses various mental health disorders that may impact students, including anxiety disorders, ADHD, bipolar disorder, PTSD, reactive attachment disorder, and schizophrenia. For each disorder, it provides examples of common symptoms and behaviors a student may exhibit, as well as instructional strategies and classroom accommodations teachers can implement to support students with these disorders. The document emphasizes the importance of prevention, taking a scientific approach by collecting data and testing interventions, and using basic intervention tools like modeling appropriate behavior and providing clear choices.
Pivotal response treatment
Pivotal Response Treatment (PRT) is a comprehensive treatment model that uses applied behavior analysis to provide learning opportunities for children with autism in natural environments. PRT targets pivotal areas like motivation, response to cues, self-management, and social initiation to facilitate improvement across other skills. The goal is to move individuals toward typical development trajectories. PRT sessions are typically 25+ hours per week and encourage carryover at home. Examples demonstrate using interests to motivate learning, involving parents, and improving social skills like question asking.
Pbis secondary & tertiary classroom interventions
This document discusses secondary and tertiary interventions within a Positive Behavioral Interventions and Supports (PBIS) framework. It provides guidelines and examples of interventions for students displaying problem behaviors. Secondary interventions target a select group of students and involve interventions like behavior contracts and social skills training. Tertiary interventions focus on the remaining 2-5% of students and should utilize functional behavior assessments and individualized behavior intervention plans. The document provides resources and emphasizes that interventions need to be tailored to individual students, with the goal of increasing positive behavior through consistency, modeling, and protecting one's own triggers.
PBIS Presentation
The document summarizes Woodlawn High School's implementation of Positive Behavioral Interventions and Supports (PBIS). The school aims to shift focus from negative to positive student behaviors through defining expectations, teaching the expectations, acknowledging appropriate behaviors, correcting problems, and ensuring consistency across the school. Key aspects include creating a PBIS committee, outlining expectations like "PRIDE" (Participation, Respect, Integrity, Dedication, Excellence), using acknowledgment coupons, offering incentives to students and teachers, and emphasizing consistency among all school areas.
PBIS Presentation
This document provides an overview of the basic components of Positive Behavior Intervention and Supports (PBIS) presented to the staff at Grayslake Central High School. It summarizes PBIS as a proactive systems approach to establish behavioral supports and social culture to help all students succeed academically and socially. It describes the three tiers of PBIS intervention: Tier 1 focuses on universal expectations and supports for all students, Tier 2 provides additional support for groups of students with more needs, and Tier 3 involves individualized supports and plans for students with chronic issues. It outlines examples of interventions at each tier and discusses implementing PBIS through defining, teaching, modeling, and reinforcing the school's RAM values of being
Classroom Interventions for Chronic Behavior Problems
Subject : Classroom Management
Topic : Classroom Interventions for Chronic Behavior Problems
Credits : Yemima, Soraya & Christine
Module 3 training_slides
This document provides an agenda and materials for a PBS team training on tertiary implementation. The training is organized into three modules and covers tertiary systems, practices, and data to support individual students with high-risk behavior. Participants will learn about building a continuum of support including functional behavior assessments, behavior intervention plans, and considering students for special education eligibility. The training will help teams conceptualize tertiary systems and discuss implementing practices like check-in/check-out and social skills instruction.
Underachievement
The document discusses various types of student underachievers, including "The Rebel", "The Conformist", and "The Stressed Learner". It provides tips for parents on promoting student motivation, such as being a role model of achievement and communicating experiences. Characteristics of achievers are also examined, including being goal-oriented, confident, and willing to take risks.
PBIS Presentation to Staff 2014
The document provides information from a PBIS (Positive Behavioral Interventions and Supports) training for school staff. It includes an agenda for the day-long training covering topics like PBIS principles and practices, defining school expectations, developing acknowledgment systems, and using data to support student behavior. Breakout groups were held for staff to discuss their vision for student behavior at the school and how PBIS could help achieve this.
PBIS and You
Information and Resources for the Classroom Teacher on
Positive Behavioral Interventions and Supports
Champs 7 motivation
This document discusses strategies for motivating students, including building positive relationships, providing positive feedback, celebrations, and maintaining a high ratio of positive interactions. Teachers are encouraged to greet students daily, show interest in their work, and make efforts to interact positively with all students. Positive feedback should be specific, descriptive, and immediate. Intermittent celebrations can recognize individual and group progress. Maintaining a 3:1 ratio of positive to negative interactions helps avoid criticism and reinforce appropriate behavior.
Parenting Problem Solving: Seminar 3
Parenting Problem Solving: Seminar Three of the 2014 Series at Clifton Primary School in conjunction with FGD
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016 Behavior management
The document discusses methods for preventing problem behavior in children and methods for observing and recording children's behavior. It outlines 10 ways to prevent problem behavior, such as developing healthy relationships, making rules clear, and teaching impulse control. It then describes three methods for observing and recording behavior: anecdotal records, event sampling, and time sampling. Anecdotal records involve brief narrative accounts of specific incidents, while event sampling tracks a targeted behavior over time. Time sampling records behavior at regular intervals.
Verbal Interventions and Use of Logical Consequences
Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
Credits : Me & Vicky Monica
Sel and other programs
The document compares four programs for managing student behavior: zero tolerance, character education, Schoolwide Positive Behavioral Interventions and Supports (SWPBIS), and Social and Emotional Learning (SEL) programs. Zero tolerance aims to quickly correct behavior but does not create lasting change. Character education teaches traits but research on effectiveness is limited. SWPBIS uses positive reinforcement and data to manage behavior in the short term. SEL develops social-emotional skills for long-term self-discipline. The document argues that SEL and SWPBIS can be combined by using external rewards sparingly in SWPBIS and following them with SEL-style reflection.
A successful iss environment
This document discusses how to improve the outcomes of students assigned to in-school suspension (ISS). It argues that ISS should not just be used as a punishment, but to teach replacement behaviors so problem behaviors are less likely to reoccur. Effective ISS programs have a structured physical environment and academic support. They also take time to directly address problem behaviors through teaching replacement behaviors and social skills lessons. De-escalation techniques like showing empathy, respecting space, and remaining calm can also help when students are upset. Ongoing monitoring and follow up can help determine if behaviors are actually improving with ISS assignments.
Building connections between individual behavior support plans and schoolwide...
The document discusses how individualized behavior support plans should be connected to and supported by school-wide positive behavior support systems. It provides the example of Matthew, a student who was disruptive in non-classroom settings due to wanting to escape peers he disliked. A functional behavior assessment found this was the function of his problem behavior. His individualized plan addressed environmental changes to prevent problematic peer interactions, taught replacement skills like using "I statements" to request different groups, and provided social skills training. Monitoring found the plan reduced his problem behavior, and connecting it to school-wide systems helped generalize the skills across settings. The conclusion emphasizes that strong universal supports increase individual plan success by allowing environmental alterations and targeted interventions to prevent chronic
Coping with Common Behavior Problem - Non Verbal Intervention
Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Non Verbal Intervention
Credits: Karina & Laura
Strategies for Teachers in Motivating the Underachievers
The document discusses approaches to teaching and learning, including behavioral, cognitive, and humanistic approaches. It also discusses strategies for motivating underachieving students, such as maintaining contact between home and school, emphasizing goal setting, and using students' strengths. Principles of learning assessment are presented, including the idea that assessment should be an integral part of the teaching-learning process and should provide feedback to improve learning.
PBIS in the ISS classroom
This document discusses using Positive Behavior Intervention and Support (PBIS) to manage challenging behavior in an In-School Suspension (ISS) classroom. It contrasts traditional discipline, which focuses on punishing bad behavior, with PBIS, which alters environments, teaches skills, and rewards good behavior. PBIS is effective because behavior is learned and has functions, so students need to be taught appropriate behavior. The document provides strategies for responding to misbehavior, such as modeling good behavior and giving clear choices. Finally, it discusses scenarios of misbehaving students and potential PBIS responses using de-escalation techniques.
Behavioral intervention strategies
This document discusses behavioral intervention strategies for managing student behavior in the classroom, including positive reinforcement, redirection, calming techniques, social skills instruction, and self-talk. Some key points covered are:
- Behavioral interventions have measurable outcomes and aim to enable student control over their behavior rather than control students.
- Positive reinforcement increases appropriate behavior by presenting desirable stimuli after good behavior is displayed.
- Redirection and calming techniques involve watching for signs of student frustration and using de-escalation strategies to redirect and calm students.
- Social skills instruction can improve relationships, clarify expectations, and reduce problems by teaching replacement behaviors.
PBIS powerpoint
The document discusses the implementation and assessment of Positive Behavior Intervention Supports (PBIS) at Portage Park Elementary School. PBIS is designed to promote positive behavior and eliminate challenging behaviors. The school implements PBIS through a goals matrix, rewarding good behavior with tickets, using the Second Step curriculum, and providing point sheets for students who need extra support. To assess PBIS effectiveness, the author surveyed 80 students in grades 2-5 about how safe and welcoming they feel at school and if PBIS is improving the environment. Preliminary results found students feel safe and have good relationships with teachers, but more specific PBIS-focused questions should be asked. The author concludes there has been positive change since PBIS but room for improvement
Special Education: Self-monitoring
Self-monitoring is a cognitive behavioral strategy that requires individuals to track their own behavior. It involves students evaluating and recording their behavior, such as attention to task. Studies show desired behaviors increase as students collect self-monitoring data. Self-monitoring consists of self-evaluation, where students assess their behavior, and self-recording, where they document whether targeted behaviors occurred. When used for both academic and behavioral goals, self-monitoring can help students improve independently by increasing their awareness of their own behaviors.
Underachievement in gifted students
This document discusses underachievement in gifted students. It defines underachievement as a discrepancy between ability and achievement, and may manifest as failing to complete assignments or disengaging from school. Underachievement needs to be a persistent problem, not just a short-term issue. Potential causes of underachievement include unchallenging classrooms, peer pressure, family dynamics, internal issues like depression or perfectionism, and deficits in self-regulation. Interventions focus on counseling to address personal and family issues, and instructional modifications to engage students through their interests. More research is still needed to fully understand the complex causes and develop effective prevention and intervention strategies.
Steps to Conducting a Functional Behavior Assessment Poster
A functional behavior assessment involves 3 steps: 1) Identifying the specific problem behavior, 2) Developing a hypothesis about what triggers and maintains the behavior, and 3) Validating the hypothesis with data collection. The assessment determines the environmental conditions that predict and maintain problematic behaviors. It helps identify the most effective interventions to decrease problem behaviors and increase appropriate behaviors.
Hierarchy Of Classroom Consequences, Alan Robinson
The document outlines a hierarchy of classroom consequences for student behavior, beginning with non-verbal warnings through eye contact and proximity, followed by verbal warnings referring to a behavior matrix. If issues continue, consequences increase such as changing seats, time outs in and out of the classroom, phone calls home, and ultimately office referrals. The hierarchy is meant to redirect misbehaving students while reinforcing positive behavior.
504 Overview
This document provides an overview of Section 504 plans. It compares 504 plans to Individualized Education Plans (IEPs), noting that 504 plans ensure accommodations for students with disabilities but do not require specialized instruction like IEPs. To qualify for a 504 plan, a student must have a mental or physical impairment that affects a major life activity. The process for creating a 504 plan includes referral, evaluation, determining eligibility, developing accommodations, and holding an annual meeting. Key documents for the process are also outlined.
More Related Content
What's hot
Module 3 training_slides
This document provides an agenda and materials for a PBS team training on tertiary implementation. The training is organized into three modules and covers tertiary systems, practices, and data to support individual students with high-risk behavior. Participants will learn about building a continuum of support including functional behavior assessments, behavior intervention plans, and considering students for special education eligibility. The training will help teams conceptualize tertiary systems and discuss implementing practices like check-in/check-out and social skills instruction.
Underachievement
The document discusses various types of student underachievers, including "The Rebel", "The Conformist", and "The Stressed Learner". It provides tips for parents on promoting student motivation, such as being a role model of achievement and communicating experiences. Characteristics of achievers are also examined, including being goal-oriented, confident, and willing to take risks.
PBIS Presentation to Staff 2014
The document provides information from a PBIS (Positive Behavioral Interventions and Supports) training for school staff. It includes an agenda for the day-long training covering topics like PBIS principles and practices, defining school expectations, developing acknowledgment systems, and using data to support student behavior. Breakout groups were held for staff to discuss their vision for student behavior at the school and how PBIS could help achieve this.
PBIS and You
Information and Resources for the Classroom Teacher on
Positive Behavioral Interventions and Supports
Champs 7 motivation
This document discusses strategies for motivating students, including building positive relationships, providing positive feedback, celebrations, and maintaining a high ratio of positive interactions. Teachers are encouraged to greet students daily, show interest in their work, and make efforts to interact positively with all students. Positive feedback should be specific, descriptive, and immediate. Intermittent celebrations can recognize individual and group progress. Maintaining a 3:1 ratio of positive to negative interactions helps avoid criticism and reinforce appropriate behavior.
Parenting Problem Solving: Seminar 3
Parenting Problem Solving: Seminar Three of the 2014 Series at Clifton Primary School in conjunction with FGD
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016 Behavior management
The document discusses methods for preventing problem behavior in children and methods for observing and recording children's behavior. It outlines 10 ways to prevent problem behavior, such as developing healthy relationships, making rules clear, and teaching impulse control. It then describes three methods for observing and recording behavior: anecdotal records, event sampling, and time sampling. Anecdotal records involve brief narrative accounts of specific incidents, while event sampling tracks a targeted behavior over time. Time sampling records behavior at regular intervals.
Verbal Interventions and Use of Logical Consequences
Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
Credits : Me & Vicky Monica
Sel and other programs
The document compares four programs for managing student behavior: zero tolerance, character education, Schoolwide Positive Behavioral Interventions and Supports (SWPBIS), and Social and Emotional Learning (SEL) programs. Zero tolerance aims to quickly correct behavior but does not create lasting change. Character education teaches traits but research on effectiveness is limited. SWPBIS uses positive reinforcement and data to manage behavior in the short term. SEL develops social-emotional skills for long-term self-discipline. The document argues that SEL and SWPBIS can be combined by using external rewards sparingly in SWPBIS and following them with SEL-style reflection.
A successful iss environment
This document discusses how to improve the outcomes of students assigned to in-school suspension (ISS). It argues that ISS should not just be used as a punishment, but to teach replacement behaviors so problem behaviors are less likely to reoccur. Effective ISS programs have a structured physical environment and academic support. They also take time to directly address problem behaviors through teaching replacement behaviors and social skills lessons. De-escalation techniques like showing empathy, respecting space, and remaining calm can also help when students are upset. Ongoing monitoring and follow up can help determine if behaviors are actually improving with ISS assignments.
Building connections between individual behavior support plans and schoolwide...
The document discusses how individualized behavior support plans should be connected to and supported by school-wide positive behavior support systems. It provides the example of Matthew, a student who was disruptive in non-classroom settings due to wanting to escape peers he disliked. A functional behavior assessment found this was the function of his problem behavior. His individualized plan addressed environmental changes to prevent problematic peer interactions, taught replacement skills like using "I statements" to request different groups, and provided social skills training. Monitoring found the plan reduced his problem behavior, and connecting it to school-wide systems helped generalize the skills across settings. The conclusion emphasizes that strong universal supports increase individual plan success by allowing environmental alterations and targeted interventions to prevent chronic
Coping with Common Behavior Problem - Non Verbal Intervention
Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Non Verbal Intervention
Credits: Karina & Laura
Strategies for Teachers in Motivating the Underachievers
The document discusses approaches to teaching and learning, including behavioral, cognitive, and humanistic approaches. It also discusses strategies for motivating underachieving students, such as maintaining contact between home and school, emphasizing goal setting, and using students' strengths. Principles of learning assessment are presented, including the idea that assessment should be an integral part of the teaching-learning process and should provide feedback to improve learning.
PBIS in the ISS classroom
This document discusses using Positive Behavior Intervention and Support (PBIS) to manage challenging behavior in an In-School Suspension (ISS) classroom. It contrasts traditional discipline, which focuses on punishing bad behavior, with PBIS, which alters environments, teaches skills, and rewards good behavior. PBIS is effective because behavior is learned and has functions, so students need to be taught appropriate behavior. The document provides strategies for responding to misbehavior, such as modeling good behavior and giving clear choices. Finally, it discusses scenarios of misbehaving students and potential PBIS responses using de-escalation techniques.
Behavioral intervention strategies
This document discusses behavioral intervention strategies for managing student behavior in the classroom, including positive reinforcement, redirection, calming techniques, social skills instruction, and self-talk. Some key points covered are:
- Behavioral interventions have measurable outcomes and aim to enable student control over their behavior rather than control students.
- Positive reinforcement increases appropriate behavior by presenting desirable stimuli after good behavior is displayed.
- Redirection and calming techniques involve watching for signs of student frustration and using de-escalation strategies to redirect and calm students.
- Social skills instruction can improve relationships, clarify expectations, and reduce problems by teaching replacement behaviors.
PBIS powerpoint
The document discusses the implementation and assessment of Positive Behavior Intervention Supports (PBIS) at Portage Park Elementary School. PBIS is designed to promote positive behavior and eliminate challenging behaviors. The school implements PBIS through a goals matrix, rewarding good behavior with tickets, using the Second Step curriculum, and providing point sheets for students who need extra support. To assess PBIS effectiveness, the author surveyed 80 students in grades 2-5 about how safe and welcoming they feel at school and if PBIS is improving the environment. Preliminary results found students feel safe and have good relationships with teachers, but more specific PBIS-focused questions should be asked. The author concludes there has been positive change since PBIS but room for improvement
Special Education: Self-monitoring
Self-monitoring is a cognitive behavioral strategy that requires individuals to track their own behavior. It involves students evaluating and recording their behavior, such as attention to task. Studies show desired behaviors increase as students collect self-monitoring data. Self-monitoring consists of self-evaluation, where students assess their behavior, and self-recording, where they document whether targeted behaviors occurred. When used for both academic and behavioral goals, self-monitoring can help students improve independently by increasing their awareness of their own behaviors.
Underachievement in gifted students
This document discusses underachievement in gifted students. It defines underachievement as a discrepancy between ability and achievement, and may manifest as failing to complete assignments or disengaging from school. Underachievement needs to be a persistent problem, not just a short-term issue. Potential causes of underachievement include unchallenging classrooms, peer pressure, family dynamics, internal issues like depression or perfectionism, and deficits in self-regulation. Interventions focus on counseling to address personal and family issues, and instructional modifications to engage students through their interests. More research is still needed to fully understand the complex causes and develop effective prevention and intervention strategies.
Steps to Conducting a Functional Behavior Assessment Poster
A functional behavior assessment involves 3 steps: 1) Identifying the specific problem behavior, 2) Developing a hypothesis about what triggers and maintains the behavior, and 3) Validating the hypothesis with data collection. The assessment determines the environmental conditions that predict and maintain problematic behaviors. It helps identify the most effective interventions to decrease problem behaviors and increase appropriate behaviors.
What's hot (20)
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Verbal Interventions and Use of Logical Consequences
Verbal Interventions and Use of Logical Consequences
Building connections between individual behavior support plans and schoolwide...
Building connections between individual behavior support plans and schoolwide...
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Strategies for Teachers in Motivating the Underachievers
Strategies for Teachers in Motivating the Underachievers
Steps to Conducting a Functional Behavior Assessment Poster
Steps to Conducting a Functional Behavior Assessment Poster
Viewers also liked
Hierarchy Of Classroom Consequences, Alan Robinson
The document outlines a hierarchy of classroom consequences for student behavior, beginning with non-verbal warnings through eye contact and proximity, followed by verbal warnings referring to a behavior matrix. If issues continue, consequences increase such as changing seats, time outs in and out of the classroom, phone calls home, and ultimately office referrals. The hierarchy is meant to redirect misbehaving students while reinforcing positive behavior.
504 Overview
This document provides an overview of Section 504 plans. It compares 504 plans to Individualized Education Plans (IEPs), noting that 504 plans ensure accommodations for students with disabilities but do not require specialized instruction like IEPs. To qualify for a 504 plan, a student must have a mental or physical impairment that affects a major life activity. The process for creating a 504 plan includes referral, evaluation, determining eligibility, developing accommodations, and holding an annual meeting. Key documents for the process are also outlined.
Ph profile disability and poverty
This document provides background information on poverty and disability in the Philippines. It notes that poverty remains a predominantly rural issue, with the highest incidence of poverty found in certain regions. Approximately 10-13% of the population lives on less than $1 per day. Statistics on disability are lacking, but it is estimated that 7.5 million people, or 10% of the population, have disabilities. Poverty is closely linked to lack of access to basic social services and education. Persons with disabilities are among the poorest groups and face significant barriers to participating in poverty reduction efforts. The document reviews key legislation and policies related to disability and analyzes challenges in addressing the needs of people with disabilities.
Special Needs Portfolio 1
The document provides definitions for 15 terms related to disabilities and special education. It defines terms such as 504 Plan, ADD/ADHD, Autism, Cerebral Palsy, Dyslexia, Free Appropriate Public Education (FAPE), Individualized Education Plan (IEP), and Least Restrictive Environment (LRE). It also provides examples for many of the terms to illustrate their meaning in context.
Fba Powerpoint For Inservice Sst
Greta powerpoint regarding inservicing people to complete the FBA with actual cases described and selection of 'function' of behaviors!
504 plans or iep 2017 slideshare
The document compares Section 504 plans and Individualized Education Programs (IEPs). Section 504 plans provide accommodations under the Rehabilitation Act for students with disabilities, while IEPs provide specially designed instruction under the Individuals with Disabilities Education Act. Key differences include eligibility criteria (Section 504 requires a disability that substantially limits a major life activity, while IEPs require an adverse impact on educational performance), evaluation processes, timelines for evaluations and re-evaluations, and team membership requirements for meetings. The document provides information to help parents understand the differences between the two plans.
Functional behavioural assessment
This document provides an overview of functional behavioural assessment (FBA). It discusses that FBA aims to understand the context and function of a child's behavior by collecting data on antecedents, behaviors, and consequences. The goal is to develop a hypothesis and intervention to increase positive behaviors and reduce negative ones. The document outlines the stages of FBA, including identifying problems, gathering information, determining functions, developing a plan, implementation, and evaluation. It also discusses considerations around FBA such as collecting information types, theoretical basis in behaviorism and ecological systems theory, and pros and cons.
Emotional disturbance
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Viewers also liked (8)
Hierarchy Of Classroom Consequences, Alan Robinson
Hierarchy Of Classroom Consequences, Alan Robinson
Similar to Behavior intervention plan
Power Point from 2nd City Disability studies in Education COnference, CHicago...
This document provides background information on Jane Strauss and her experience navigating the educational system with her son who has multiple disabilities. It details her son's early interventions, preschool, grade school, and home school experiences. It then describes the challenges of his transition to public high school, including lack of appropriate class options and untrained staff. The document outlines accommodations provided, IEP goals for school staff, and the progression of developing his IEP plan over his first two quarters in high school. It concludes with basic principles of engagement for parents of children with complex needs.
Special needs presentation
Emotional and behavioral disorders are characterized by behavioral or emotional responses that differ significantly from appropriate norms for one's age, culture or ethnicity and adversely impact educational performance. Approximately 8.3 million or 14% of children ages 4-17 are estimated to have such disorders, though the exact causes are unknown and likely involve biological, environmental, family and school factors. Children with these disorders may exhibit aggression, learning difficulties, withdrawal, immaturity, hyperactivity or other behaviors over time. While no physical symptoms are observable, educational interventions aim to emphasize positive strategies and supports through classroom aids, separate programs or individualized behavior plans.
Parent Coaching for challenging kids
A parent coaching model for challenging children. A three phase treatment approach to helping improve the parent-child relationship and decrease negative behaviors in children ages 2-8 Lisasavagelcsw.com
Teacher training
The document provides information about establishing a Student Success Team (SST) at Clara Barton Elementary School. It includes the rationale for creating the SST, outlines the new SST procedures and timeline, discusses considerations for student referrals and linking interventions to developmental milestones. It also covers community resources, the difference between accommodations and modifications, Clara Barton's RtI pyramid, and additional supports available for the 2012-2013 school year.
Annemeike gollys positive environment presentation
This document outlines strategies for creating a positive learning environment for all students. It discusses implementing universal principles of positive behavior support at the school, classroom, and individual level. These principles include having clear expectations, teaching the expectations, reinforcing positive behaviors, minimizing attention for minor misbehaviors, and having clear consequences. The document also provides examples of proactive classroom management strategies like catching students following rules, using positive reinforcement, and dealing with misbehaviors in a calm, neutral manner.
Student success team july 2012 trainingfinal
The document provides information about a Student Success Team (SST) training at Clara Barton Elementary School. It includes the members of the SST, an overview of the district's new SST procedures and timeline, considerations for student referrals, community resources, and accommodations versus modifications. It also includes Clara Barton Elementary's RtI pyramid and additional resources available for the upcoming school year.
FRC
This document provides information on supporting individuals with autism spectrum disorders and significant disabilities. It begins by outlining the goals of the training which are for participants to know, understand, and do. It then discusses characteristics of autism spectrum disorders including development rates, cognition, communication, sensory processing, social participation, and activities. It also provides facts about autism such as prevalence, age of onset, and lifetime costs. The document discusses evidence-based practices and supports including visual supports, structure, routines, and modifying the physical environment. It focuses on promoting social competence and interaction skills for individuals with autism.
PDET-Deped-Lapu-lapu (edited).pptx
This document provides an introduction to positive discipline for teachers. It discusses the objectives of supporting teachers to use positive discipline daily with learners. Positive discipline is based on children's rights and helps fulfill goals like access to quality education and protection from violence. Positive discipline involves warmth, structure, problem solving and setting long-term goals. It is focused on understanding rather than obedience. The document provides examples of using positive discipline when teachers feel stressed or lose control with learners.
ASD and nonmedical Interventions
Developmental, behavioral, educational, and communication interventions are the primary treatment modalities for autism spectrum disorder (ASD). Early intensive behavioral intervention (EIBI) for children under 5 has shown low to moderate evidence of effectiveness in improving core ASD symptoms and behaviors. EIBI combined with developmental relationship-based approaches like the Early Start Denver Model show moderate evidence for improving social, cognitive, and adaptive skills. The Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) program provides structured environments and activities and has low evidence for improving skills in children, adolescents, and adults.
ASAH ABA EBD
ABA is not just individuals with autism. It works with a variety of populations including individuals with emotional or behavior disorders.
Student success team july 2012 trainingfinal
The document provides information about a Student Success Team (SST) training at Clara Barton Elementary School. It includes the members of the SST, an overview of the district's new SST procedures and timeline, considerations for student referrals, community resources, and accommodations versus modifications. It also includes Clara Barton Elementary's RtI pyramid and notes on additional resources and on-site consultants available.
ASD and Nonmedical Interventions
Free topic subject presented in the Conference, January 2017
BKK, Thailand
(some of the photos couldn't be downloaded due to the third parties policy.)
Intense interventions lakeshore handouts
_________________________
Child’s Name: ______________ Week of: _________________
Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.
Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___1-5 times ___1-5 times ___1-5 times ___1-5 times
Gretchko Presentation Interfering Behaviors
The document discusses positive behavior support strategies for managing interfering behaviors in the classroom and school-wide. It describes a three-tiered response to intervention model and provides examples of classroom strategies for different functions of behavior, such as escape or avoidance of tasks. Specific strategies mentioned include using a behavior report card to collect data, the good behavior game to encourage positive peer pressure, and the behavior bell to reward on-task behavior.
Educational Psychology
A presentation by Dr Emma Woodward, Educational psychologist (Brighton and Hove City Council), at University of Sussex, February 2011
PDET_Webinar1_final.pdf
This document provides an overview of the objectives and content covered in the first session of a Positive Discipline training for teachers. The session objectives are to understand how violence acts as a barrier to learning and to learn how to use Positive Discipline approaches to support children's learning. The document discusses teachers' experiences with both positive and negative feelings in their work. It also covers why Positive Discipline is important by reviewing research on the impacts of violence on children and the rights of the child. Positive Discipline is positioned as a rights-based, constructive alternative to punishment that supports children's development and education.
Adhd
This document describes a psychopedagogical intervention program for young schoolchildren with ADHD. It aims to provide parents and teachers with information and techniques to help alleviate ADHD symptoms. The program involves interventions at the child, family, and teacher levels. It was tested on 27 children ages 6-10 who were evaluated before and after participating in the program using evaluation scales. The program included informative sessions for parents and teachers, as well as counseling for the children. The goal was to help the children develop and integrate socially and academically through creating a supportive environment.
Adhd
This document describes a psychopedagogical intervention program for young schoolchildren with ADHD. It aims to provide parents and teachers with information and techniques to help alleviate ADHD symptoms. The program involves interventions at the child, family, and teacher levels. It was tested on 27 schoolchildren ages 6-10 diagnosed with ADHD. Evaluations before and after the program found that it helped reduce impulsivity, hyperactivity, and inattention, improved socialization and learning efficiency.
Chapter 18 managing challenging behaviors
This document discusses managing challenging behaviors in early childhood education settings. It emphasizes using the teaching pyramid model to promote positive behaviors through supportive relationships and preventative strategies. For children exhibiting challenging behaviors, the document recommends collecting observational data to understand the triggers and functions of behaviors before developing individualized intervention plans implemented consistently across settings and with family involvement. Effective plans address the underlying reasons for behaviors and teach replacement skills rather than punishing.
Educational Psychology
Presentation by Dr Emma Woodward, Educational Psychologist, Brighton and Hove City Council at University of Sussex (updated April 2013)
Similar to Behavior intervention plan (20)
Power Point from 2nd City Disability studies in Education COnference, CHicago...
Power Point from 2nd City Disability studies in Education COnference, CHicago...
Annemeike gollys positive environment presentation
Annemeike gollys positive environment presentation
Behavior intervention plan
- 2. Noah − 4th grade student in a general education classroom − Severe A.D.D. − Displays several disruptive behaviors Disrespectful to peers and adults Inappropriate Gestures Inappropriate Comments Defiant Non-Compliant
- 3. Based on the data, the non-compliant behavior occurs on average, a minimum of 10 times a day, typically lasting only a few seconds.
- 4. Developed by a team: Self-Monitoring − Teacher Chart − Parent − RtI/Resource Positive, Verbal Teacher Encouragement − School Behavior Chart Psychologist − 17/21 checks in − School Social the week to Worker participate in − Guidance Fun Friday Counselor − Assistant Principal
- 5. Noah's data is completely all over the place. We started the interventions on a Thursday, and he was close to meeting his goal, complying 61% percent of the day. One week he exceeded his weekly goal of 80% and was able to participate in Fun Friday.
- 6. Continue to encourage positive, verbal appropriate interactions Implement a daily reward − “Hang-Out” (mentoring) session at the end of the day with assistant P.E. Coach if daily goal met